Student Learning Objectives (SLO s )

1. Student Learning Objectives (SLOs) Overview

2. Session Objectives • Review Teacher Effectiveness System • Define SLO process • Explore SLO Template: May 2014

3. Teacher Effectiveness System

6. Observation/Evidence (50%) Charlotte Danielson’s Framework for Teaching 4 Domains, 22 Components Principal/Evaluator Observes

7. Multiple Measures of Student Achievement • Building Level Data (School Performance Profile): 15% • Academic Achievement, Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data • Correlation Data Based on Teacher Level Measures • PSSA, Keystone Data • 3. Elective Data (SLOs)

8. SLO Process

9. SLO Process • Aprocessto • documenta • measure of educator effectiveness • based on student • achievement of • content standards.

10. SLO Concepts • Student achievement can be measured in ways that reflect authentic learning of content standards. • Educator effectiveness can be measured through use of student achievement measures.

11. The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction.

12. Every teacher designs an SLO Math Physics Physical Education History Chemistry Kindergarten Special Ed Journalism

13. Working Together to Create an SLO Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators)

14. Many factors can influence the size of an SLO, Time Frame Course Content Important Learning Needs but the process remains the same…

15. Check for understanding…. Talk to a Neighbor to see if you can answer the following: How is the SLO used? Who writes an SLO? What does an SLO measure?

16. SLO Design Coherency

17. What is a Goal Statement? • Definition: • Narrative articulating the “big idea” upon which the SLO is based • Characteristics: • Central to the content area • Foundational concept for later subjects/courses

18. Goal Statements • Typically addresses: • WHAT the “big idea” is in the standards • HOW the skills and knowledge support future learning • WHY the “big idea” is a central, enduring concept (rationale statement) • PDE’s SAS portal has identified “big ideas” for most content areas.

19. Performance Indicators • General Description • Articulates targets for each Performance Measure • Includes all students in the identified SLO group • May include a focused student group • Affords opportunity to link and/or weight indicators 19

20. Performance Measures • General Description • Identifies all performance measures, including name, purpose, type, and metric • Articulates the administration and scoring details, including the reporting 20

21. SLO Process Design Example

22. SLO Process Criteria • SLOs should: • Represent the diversity of students and courses/content areas taught. • Align to a set of approved indicators/targets related to selected academic content standards. • As appropriate, provide opportunity to describe student achievement based on “growth” and/or “mastery.” • Be supported by verifiable data that can be collected and scored in a consistent manner. • Include a set of independent performance measures.

23. SLO Process Steps: Teacher Identify subject and students Select the “big idea” from the content standards Establish a goal Identify indicators associated with the goal Select and/or create performance measures for each indicator Create performance expectations for all indicators

24. Questions

25. SLO Template 10.0

26. SLO Template 10.0 Process • A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System

27. SLO Template Design Expectations

28. SLO Template Criteria • Goals are based upon the “big ideas” within the content standards. • Performance indicators are specific, measureable, attainable, and realistic. • Performance measures should be valid, reliable, and rigorous assessments. • Data should be collected, organized, and reported in a consistent manner. • Teacher expectations of student achievement should be demanding.

29. SLO Template Steps: Teacher

30. Section 1: Classroom Context • General Description • Contains demographic information about the educational setting • Articulates the course, grade(s), and students the SLO is based on • Provides class size, frequency, and duration data 30

31. Section 2: SLO Goal • General Description • Contains a statement about the “enduring understanding” or “big idea” • Provides the specific PA standards associated with the goal • Articulates a rationale about the Goal Statement 31

32. Goal Considerations • Big idea? • Measurable? • Realistic?

33. Big Idea In Pennsylvania, there is a location that we find our “big ideas” for curriculum • www.pdesas.org • Curriculum Frameworks Tab • At bottom of the page • Select a subject area • Select grade level

35. Spanish 1 • Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. • 8thGrade Art • Students will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists. • Grade 5 Library • Students will demonstrate the ability to use online D.P.S. databases and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information. • 2a. • The SLO Goal Statement: • What’s the Important Learning?

36. Targeted content standards used in developing the SLO. • Arts and Humanities: • 9.1, 9.2, 9.3, 9.4 • pdesas.org 2b. Standards selection: What Standards Match the Goal Statement?

37. Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. 2c. Rationale statement: Why is this Learning Important? Grade 8 Art: Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others. Child Development (FCS) Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.

38. Section 3: Performance Indicators • General Description • Articulates targets for each Performance Measure • Includes all students in the identified SLO group • May include a focused student group • Affords opportunity to link indicators and/or weighting 38

39. Section 4: Performance Measures • General Description • Identifies all performance measures, including name, purpose, type, and metric • Articulates the administration and scoring details, including the reporting • Note: Section 4 is based upon high-quality performance measures aligned to the targeted content standards 39

40. Section 5: Teacher Expectations • General Description • Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. • Selects the overall SLO rating. 40

41. Today’s Work • Write a Goal Statement • Align the appropriate content standards • Determine Performance Indicators • Determine Performance Measures • Define Teacher Expectations

42. Any questions?